The Multi-Dimensional Effectiveness of Early Childhood Education Programs: Impact on Holistic Learner Development in Tumauini South District in the School Year 2025–2026.
DOI:
https://doi.org/10.5281/zenodo.19974100Keywords:
Early Childhood Education, Holistic Learner Development, Program Effectiveness, Learning Materials Adequacy, Developmental Domains, Kindergarten Education, PhilippinesAbstract
Early Childhood Education (ECE) plays a critical role in shaping children’s cognitive, social, emotional, and physical development, serving as a foundation for lifelong learning and overall well-being. This study examined the multidimensional effectiveness of Early Childhood Education (ECE) programs and their impact on holistic learner development in the Tumauini South District during the School Year 2025–2026. A descriptive research design was employed, with data collected from forty-four (44) kindergarten teachers using a structured questionnaire. The study assessed program effectiveness in terms of objectives, quality dimensions, developmental domains, and the adequacy of learning materials using frequency, percentage, weighted mean, and standard deviation. The findings revealed that ECE programs are generally effective, with an overall mean of 4.22, indicating that the program objectives are realized and quality standards are maintained. Across developmental domains, the programs demonstrated high effectiveness (overall mean = 4.38), particularly in health, hygiene, and safety, as well as mathematics, science, and language and literacy. Personal and social development and creative arts were also positively rated, although slightly lower than other domains. In terms of learning materials, the results indicated a satisfactory level of adequacy (overall mean = 3.82), with strong availability of books and mathematics-related resources but limited provision of technology, science materials, and musical instruments. Overall, the study concludes that ECE programs significantly support holistic learner development; however, improvements in resource allocation and teacher training are necessary to enhance program effectiveness and ensure more equitable and comprehensive early learning experiences.
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